Researcher-Reported Variables Needed for Translation of Social Communication Evidence-Based Practices for Elementary-Aged Students with Autism.
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| Title: | Researcher-Reported Variables Needed for Translation of Social Communication Evidence-Based Practices for Elementary-Aged Students with Autism. |
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| Authors: | Reilly, Amber M. (AUTHOR), Bak, Moon Young Savana (AUTHOR), Johnson, LeAnne D. (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. Nov2025, Vol. 55 Issue 11, p3914-3927. 14p. |
| Subjects: | Treatment of autism, Health services accessibility, Professional practice, Psychology of school children, Medical care, Translational research, Developmental disabilities, Communicative disorders, Communication, Special education schools, Social skills, Needs assessment, Evidence-based medicine, Asperger's syndrome, Special education, Children |
| Abstract: | Organizations such as the National Clearinghouse on Autism Evidence and Practice have disseminated reports on evidence-based practices (EBPs) for individuals with autism to inform practice. However, some practitioners routinely employ unvalidated interventions more frequently than EBPs, signaling the presence of a research-to-practice gap. The current review investigated the degree to which single-case research studies with social communication outcomes for elementary-aged students with autism included details on variables that may impact the adoption and implementation of EBPs in practice. The results suggest limited reporting of variables that aid decision-making in the adoption and implementation of EBPs. Limited reporting can negatively impact uptake and fidelity and, therefore, student outcomes. Suggestions are made to improve researchers' reporting of the critical components of EBPs that will facilitate adoption and implementation by practitioners. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Organizations such as the National Clearinghouse on Autism Evidence and Practice have disseminated reports on evidence-based practices (EBPs) for individuals with autism to inform practice. However, some practitioners routinely employ unvalidated interventions more frequently than EBPs, signaling the presence of a research-to-practice gap. The current review investigated the degree to which single-case research studies with social communication outcomes for elementary-aged students with autism included details on variables that may impact the adoption and implementation of EBPs in practice. The results suggest limited reporting of variables that aid decision-making in the adoption and implementation of EBPs. Limited reporting can negatively impact uptake and fidelity and, therefore, student outcomes. Suggestions are made to improve researchers' reporting of the critical components of EBPs that will facilitate adoption and implementation by practitioners. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-024-06499-9 |
